Learning Perfomances and Standards for Chemical Reactions, They're Everywhere!

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Unifying Theme: Observing how chemical reactions affect the world around us.

Scientific Inquiry
• Collect data
• Communicate understanding & ideas
• Design, conduct, & critique investigations
• Represent, analyze, & interpret data
• Experimental design
• Observe
• Predict
• Question and hypothesize
• Use evidence to draw conclusions
• Use tools, & techniques


Nature of Science
• Accumulation of science knowledge (evidence & reasoning, looking at work of others)
  • Science, Technology and Society



Models & Scale
• Explanations provided through models


As a result of their activities in grades 9-12, all students should develop an understanding of

  • Structure of atoms
  • Structure and properties of matter
  • Chemical reactions
  • Conservation of energy and increase in disorder
  • Interactions of energy and matter


RI GSE's

Objectives:
The students will
  • classify reaction type
  • apply the Law of Conservation of mass by balancing chemical equations
  • describe the chemical reactions
  • conduct a virtual experiment: manipulate and measure variables contributing to smog
  • conduct experiments
  • graph data
  • analyze and interpret data


Prior Knowledge:

  • periodic table
  • chemical formulas
  • chemical bonds
  • chemical equations
  • Acid Identification; naming acids
  • Balancing reactions
  • Format for writing chemical reactions


Misconceptions:
  • The arrow (----------->) in a chemical reaction DOES NOT mean "equals" It means "PRODUCES."
  • Failure to perceive that individual substances and properties correspond to a certain type of particle.
  • Formation of a new substance with new properties is seen as simply happening rather than as a result of particle rearrangement.
  • Frequent disregard for particle conservation and orderliness when describing physical changes
  • Absence of conservation of particles during a chemical change
  • Particles misrepresented in sketches: no differentiation is made between atoms and molecules.
  • Particles misrepresented and undifferentiated in concepts involving elements, compounds, mixtures, solutions, and substances.
  • After chemical change, the original substances are perceived as remaining even though they are altered